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INSTITUTION

'sport's AGENCY

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PS. 014 053

Rustling, Ruth; And OthersYour Child and Problem. Solving, Math and Science.Getting 5nvolved Workshop Guide: .A Manual for theParent Group Trainer. The Best of BES7-BasicEducational Skills Materials.Community Services for Children, Inc., .Bethiehem,A.; Southwest Educational Development Lab., Austin,Tex..Administration for Children, Youth, and Families(DIMS), Washington, D.C.83'ACYF-30770431p.'; For related documents, see PS 014 048-58.Guides - Classroom Use - Guides (For Teachers) (052)

EDRS 'PRICE MF01/PCO2 Plus Ppstage. t .Early Childhood Education; Gu40elines; *LearningActivities; *Mathematics;; Parent Education; *ParentWorkshops; *Problem SolVingv *Science Activities;..Teaching Guides; Trainers; *Young Children

IDENTIFIERS Basic Educational Skills Project; Hands on.Experience

'DESCRIPTORS

ABSTRACT, .This manual offers detailed guidelines for parent

group trainers who conduct workshops on problem solving, math, andscience for parents of young children. In addition,'discussionstarters, a list .of hands-on activities, directiOns for drawing andusing a poster, and'learning activities for children are deicribed.Counting books are, briefly discussed, and number books and scienceactivities are lisited. (RH)

** * * * * * **

Reprod ction supplied by EDRS are the 'best that can be madefrom the original document.

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.4

GETTING INVOLVED WORKS1.41,11-4"

YOUR CHILD AN!US. DEPARTMENT OF EDUCATION. fiL

NATIONAL INSTITUTE OF EDUCATION'EDUCATIONAL RESOURCES INFORMATION

C-ENTER IERICI

...I This document has been reproduced . asreceived from the person or organizationoriginating it. .Minor changes have been made to improitereproduction quality.

Points of view or opinions stated in this docu I"?ment do nonecessarey represent official NIE

, positron or policy.-

PROBLEM SOLVIMATH

SCIENCE MI;

TOI <

A Manual For The Parent Group Train

JG

AISSIONATO REPRODUCE TOiSRIAL HAS BEEN GRANTED BY

L'froC lob W.

IE EDUCATIONAL RESOURCESIMATION CENTER (ERIC)."

'The Getting Involved Workshop Guides were prepared by staff of

Head Start of the Lehigh ValleyPatricia W. Levin, M.Ed., Executive Directorand the Easton Area School DistrictJoseph T. Piazza, M.Ed., Director of Elementary Education

Sponsored by:The'Administration for Children, Youth, and FamilUnder Grant No.307704, Basic Education Skills Pro

roject Ditector:April Willmott

The Guide ws\ developed by:Ruth RustlingDebbie Schmidt'Dawn Schneider.

Ci-edit to Design Media. Concepts, iet Set & Walsworth Publishing Co. '

01983COMMUNIY SE IV

FOR CHILDREN)NC.,

GETTING INVOLVED WORKSHOP- GUIDEYOUR CHILD AND .1*RoBLEM:SOLVING MAT I.

AND SCIENCEI. TABLE OF CONTENTS

II

Page(s)

Trainer PreparationPlanning for the Workshop

_ Suggested Workshop OutlineII

. Key Points

1

23-4

5

Statement of Objectives .....5 6Sample Introdhction to Participants ilik 7-9Ice Breaker -, 10-12Lectures Discussions 13-15Hands-On Activities 16-17-Environmental Displays . 18-19Filmstrip Discussion 4' 20Sample Closing 21.Evaluation Form ., . 23Handouts 25-31

NERPREP, TON,..1

evieve tifi detting Ilitiolvid*iioklit in"Your Child andMaik..littict. 1; irt Child'eend

...1 -.Points to feep in Mind". :',. -2 Read the "icey P Ontrin the Workthopdiide .3. Wend the `Statenent f

..,Objectives" and "Introduction to PaiticiPants". ..,

4. Review.theuIkotkshop Ontline".=':: .5. keact"Plannini fOr the Wotkshcip, .

6. Seleet actiViti4S; and disctisSionsiteMi the Guide to"use in your woilcihop. Forexample, choOse an breaker;',' choose' some areas for discussion- andappropriate handouts,'select a hands -on activity, and Some'displayS: Use thetable of contents and summaries' t6 facilitate your, selection.

7. Familiarize yourself with your selections. If -you are using. the filmstrip, thatpreview it Ind anticipate related disctissions. Prepare to lead the selected acti;°vitiesEdkdiscussions in your own way, and in your own avora, to suit yourpar tidilat\audience. .

.

8: Sequence your selections, using the "WOrkshopOatline" as a guide. Review thesequence tOdetermine how to manage the transitions from one activity or dis-

..eussiott to the next. If'the sequence does not seem to make a logical progres-sion, trY a new order or new selections.

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9. Fractioe and time the Workshop by runnjngthrough the sequence of. activitiesand diseussions. It is atOod idea to sumrharlie each activity and discussion asthey are done in the workshop. Practice the 'transitions. Plan for breaks andrefreshrhents.

10. Prepare and collect the niaterials you will need (ei. handouts, materralS forhands-on, and ice-breaker activities, etc.).

°,f

a.

PLANNING, EOR THE WORKSHOP:,

Use this list to help you organize the logistics of planningand giving the %,i"orkshop.-

I. - How longwill your workshop late? ..

2. What time of day or night wilrbe best for giving your workshop;

3. Who is your audience? Who is your targetVonp? ,..,, .-

4.. How many people can you accommodate?, How many people do you think will .:_.

attend? -., ./

. _5. Who will contact the participants? Hov1. cbn3acted? for exainple:

parent newsletter, note to parent, per,sonal contnet, locaknewspaper, PTAnouncernent, fliers, posters, radio. . . Be sure to includeall relevant infornia-tion. How will you know who will be *tending'? Who shoultrinterestefparentscall? Will they have to register? .

6. What facility will you use? Be certain tolarrange-fbr.a good Facility that millyouprovide enough room for participants. If y'ou arp serving refreshments be sure

that it is permited in the facility. It is a good idea to ithecUto.rnalCe sumthat thefacility will be ready for you the day before the workshop..

7. Who will be responsible for transportation?Make sure that the person who is responsible for transportation'duties is pre-pared:. (eg. size of vehicle(s) is adequate, gas, map or route, timers for pick upand drop off, names of people to transport etc.)

8. What refreshments will be served? Make -sure that the person'responsible forrefreshments has addre all areas (eg. number of participants, preparationsfor setting up and serving nd cleanup, nutritious foods, etc.) -

9. Plan to arrive at the work hop site early enough to preparryour environment.a. set up the displaysb. plan seating arrangementc. arrange materials for presentationd. assure that AV equipment is set by and ready to goe. have a sign-in sheetf. have name tags preparedg. have an agenda preparedh. have handouts in order

have evaluation forms ready

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_

SUGGESTED WORKSHOP OUTLINE-_ This workshop is designed to take approximately 2 hours and 10 minutes ro0-

. completion. However, the trainer may wish to cut down on parts of it, and cut othersegments out altogether in-order to better suit his parent group and/or time frame.

The following outline suggests an order of procedure (an agenda) for .yourworkshop.

,1. Introduction - Statement of Objectives ; Establishment of Definitions-- 10

minttes.Welcome the group and introduce yourself. Begin your workshop by reading orstating in-your own words the Introduction. Review the Objectives by explain-ing to the participantS what you hope they will learn from your workshop.Clarify any definitions if necessary. ?ass out an agenda so that the participantsknow that to expect next.

2. lee Breakers - 15 'minutes 7Move on to your ice bryiker by introducing,ies purp6se. By breaking the groupinto smaller groups you will facilitate interaction among participants. Be sureto summarize this activity after it is over irtilorder to clearly tie in theexperiencewith the objectives of your workshop. Participants should now have 'somerecognition of their on attitudes toward the subject, as well as insight intohow their children experience andAearh,

3. Lectures - Discusions - Activities - 20 minutesFor the body of the workshop, .vary your delivery system using the techniquesof lecturing briefly, draWing on Partitipant. experiences by encouraging-andsoliciting discussions, and providing hands-on activities. -

Define the subject clearly, then ask for examples front participants. Tell how;hildren develop skills in this area, then ask for illustrations from the,par-ticipants- daily lives. Emphasize why skill development:in this subject area isimportpt. Having established a definition of the lubject areal having,explain-ed how children learn skills in the subject area, having underlined the impor-tance of acquiring such skills, you have paved the way for spending' most ofyour efforts on helping parents see How important they are in teaching theirchildren Ihe subject - in .discussing ways parents can help children learn theseskills. -

Use your selection of lectures, discussions, activities, displays and handoutsfrom this guide.

Summarize the points 'y',On have made so far.

4. Break for Refreshments- 15 minutesYou have spent considerable time getting theparticipants comfortable and get-.tiog them "into" thetopic, so don't let the break and refreshment periodbecome awkward.' If the grOup fkigs not feel comfortable enough to falk freely

jele ehen you could structure this time also. allseifie environmentalVirpl a y efirMw outiOnversation, or elicit conversation about the participants'children. Use the time to answer questions about' your lectures or about thebehavior of participants' children. .

5 Lectures Discussions -Activities - 20 minutesContinue on from #3.. Sunimarize all kej, points.

FOntsirip and Discussion ofFilmstrip - 15: minutesThe filmstrip and Discussion of Filmstrip - 15 minutesThe filmstrip summarizes what the workshop should have established: defini-`

ti

3

=

4 . .

t ion of subject (whatis math or what is play. . .), how children deVeloP;skilLS inthe subject, why, it-is important, and how parents can help' Children learn 1.

Reiterate the key points, alert Participants to particplar.segments of the 1m-strip which emphasize these points. The important message is that parents playa key role in their children developing skills. .

7. Review. and Discuss Handouts -10 minutes . .Use the handouts_te reinforce the parental role of .helping children learn. En- .courage parents to refer and use the handoutinformation at home. Answer anyquestions. . ..

-8. Review Getting Iniolved booklets; Give Icisidg Statements - 15mintitesPass out the Getting Invblved booklets indicating that they are a valuableresource for participanti as they contain the key points made in the workshopand will remind them Of their important roles in their MB:Weirs development: --;Use the sample closing statement to briniclosure to your workshop. '

9. .Evaluation Forms - 10 minutes . ... .Pass out and request completion of :the workshop evaluation forms. Thankeach partitipant for attending.,,

1

4

Your Child and Problem Solving, Math andScienceKEY POINTS:

When we talk about problem solving, science and math, we must be aware thatmany related concepts are abstract (suctas numerals, and the concept of cause andeffect). la order to easily understand problem solving math and science we mustpresent it in concrete form.

Be aware that problem solving, may be threatening topics. 1'10special attentionto the section in the Fuide on "The Fear of Math and Science". `,

Key points fcir (he workshop leader to emphasize during the workshop are .7enumerated below:

1. Problem Solving, Math and Sci ce skills develop gradually.2. The development of these skills happens when children use and manipulate

many concrete objects. Eventually these experience ead to connecting the con-crete object's to the abstract concepts.

3. Problem solving is a skill basic to leaining, which is sentially a thinking pro-cess involving: aefining a problem, reviewing possible solutions, getting infor--mation, and choosing and trying out solutions. Math is the use of and relation-ships betWeen number, measurement, space and time. Science is the explora-tion of information about the world and about ourSelvesi

4. These skills in the early yaws are important because t6ey help children makesense of their world and become confident about their own Ideas.

5. Parents play an important role in helping their children develop these skills and'concepts by relating problem solving math and science to everyday activitiesand talking to their children about them.

5.

STATEMENT OF OBJECTIVES:Your workshop should helpto:

1. Introduce parents to the variety of problem solving, math, and science ex-

, periences they have in their every day life. . .2. Demonstrate to parents how they can relate these experiences to their children

in the family atmosphere so that they can help their children learn related con-cepts and skills.

2

3. Emphasize the important role tat parents have in their child's education andhove they can'help without changing their present file style.

(4. Show how school activitiekcan be done in the home by the parent and child.Encourage

n school and home for the child.ent-teacher cooperation/understanding so that there can be con-

sistency bet ' -

10

. SAMPLE INTRODUCTION TO PARTICIPANTS #1Helping children learn problem solving skills: f

As parpts you can easily help your*hild learn And enjoy problem solvingskills. It's so much better when children learn by doing everyday things, talkingabout the things that are happening athorne, with the family and neighbors.Use everyday words for the Things that are happening and suddenly you mayrealize how much fun you and your child have had, and how much you dealwith problem solving every single day.

Talking with your child is the best starting point. You will be introducing pro-blem solving skills, but in a very natural way, and learning will happen-withoutpressure.

What is Math: (Use same outline for science)Math has to do with the relationships among objects, events and people. Us-

ing words such as "how many" or "how much" is using math.Children explore math all the time when they havexperierices relating to

number, measurement, space and time.

How children learn Math: 'Children learn these math concepts gradually and learning, happens natural-

ly; but they must explore and experiment with many concrete or real objects- (blocks, beads, pegs, etc.) before they really can understand math in an

abstract way. This means that "3" has no meaning for a child until he reallyunderstands that the numeral "3" is only the written symbol for three things (itcould be !, #, $, but we chose "3")

a. Thp Trainer should then further demonstrate to the participants what he isreally saying.

Hold up three objects all the same (blocks or pegs)2. Repeat what you stated before by writing the numeral 3 on a board or

paper. Then again state that this "3" has no real meaning until a childknows that these three things he holds in his hand are indeed threethings, and when he writes it he writes it this way: "3".

We use math concepts everyday and when we do, it helps us live in this world do-t ing our everyday work. The same is true for children.

The fear of Math:When people hear or use the word "Math" they seem to display a sort of fear or

feeling of not being able to do what may be suggested. (This may come from thepast experiences that one has had where math meant tests or drills all with only

.abstract concepts; the person really felt uncomfortable and they didn't know whatthey were doing or what was really happening).

Math is around us everywhere, and it's natural and it can be fun. It's not hard; weuse it all the time and thus we do know math. (Give some examples of math allaround us: eg cookiag, driving, buildings, time).

Examples of everyday activities which teach prOblem'iolving, math, and scienceskills:. For instance use things that are alike or different. Children must learn todisti uish differences and sameness before doing certain math prgblems. Ques-tionfand statements like "Can you find a spoon like this one? How can you findone at is different? They are all spoons, some are alike and some are different::Help the child learn math concepts such as sets.

a.,-.

7

11

Help children work through problem solving tasks. This may sound hard but wedo it every day. For instance, "We are going to have lunch. How many people aregoing to eat; then how many bowls do we need, spoons, napkins ? ;I am having-col-

I fee, Jose-and Sarah are having milk and Dad just wants a glass of water, yhat do we-need?"

`Learning measurement for children- happens when they figure things out, planand estimate by doing everyday things that give them the-answers to "how much ".Fofinstance: "how much clay will We need to make a snowman like David's?" or"Do I have enough time to play this game before lunch?" Help the child learnmeasurement. cOther examples, are: "Whaalls a cutp-of water and a cuf, of flour?"."How.many pegs do I need to fill one row on the board?"

Cliildren also need tit. find out hovemuch space is needed to do certainactivities. They learn that heir shoes may fit in your shoe box but that your shoes'won't -tit in their shoe box.. Thsy can easily see that a they have a box of eight' 'cray.o"ns, nine crayons won't fit in and if there are only seven crayons there is an

"empty space:

household tasks that are done everyday like sorting the, laundry or putting awaythe silverware may be a chore for a parent. 4f you give this activity to your-child .you

-will be giving him/her a meaningful experience- He/she willbe sorting, classifying,arranging according to size or number. It doesn't matter if mistakes are made, youcan easily correct the mistake without hassle:One day there won't be any mistakesand the child will have-worked through mAnyconcepts and will understand them ina,very meaningful way so that later when he is introduced to some abstract math orscience terms he will know. what it is all about. You will have helped him lay a solidfoundation for learning the more abstract,concepts in later years.

.

8

SAMPLE INTRO 'DUCTION TO' PARTICIPANTS,/ SAMPLE

Intro: Learning problem solvi .math, and, science skills begins with somethingyou Cap touch and feel, likeyennies in yobr hand or a box full of liptens..Playinggames apdtproglem soling while playing the games help children to lea'rn,;problemsolVing, math and science skilN and help to make the world organized, Td mean-ingful.

learning through play:

A child learns to play a game. A child does not think of game playing as learning,although learning is'actually taking place. pearning is a means to a happy end, andin so being, it becomes parr of the play itself. A child can math by playinggamesoftd he can learn math by solving problems, especially when they are prob-

N. lems that are part of his everyday life. Math is all around him intoncrete form. TheL' same is true for science experiences. '

- Matharid science are already a part of every. childs' world but his not aware ofit. When we make the child aware of the presence of math and science in the world;it suddenly makes sense 'to him. It can only begin with the concrete, meaninghilthings, the sticks and blocks he has already handled, already explored, the thingswith which he feels comfortable.

Parents Teach Problem Solving, Math and Science all the Time.

You ps a-parent use concrete things every day with your'child which 'wadi these. skills. You as a parent give your child awareness and thus understanding of problem

solving without changing your already established life style. You are giving yourchild skills he can live with, enjoy and understand. When you are in your honelessons are happening everywhere. Morning arrives and it is the beginning of a newday. Many things will happen during the routine of the day. (Elicit from the groupsome routine things that relate to problem solving, math, and science, eg. makingbreakfast, driving to school or getting tq work on time, etc.)

74.

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9

ICE - BREAKER

Name of --;.Choose an object: A getting-acquainted Activity.

Goals:1. To increase perception. of oneself in relation to math (or, problem solving or

science) ft.

2. To provide an opportunity to share personal pereeptions of math3. To provide.an opportunity to receive feedback regardingobjects and their rela-,,

tionships to math.

GrOup Size: unlimited

Time Require*Suggesied 15 to 20 min. (This can be lengthened to any time up to two hours,but for this particular workshop-the shorter tithe frame seems most desirable.)

Materials:I. A collection of objects-- (all relating to math) at least twice as many objects

as participants.a. Be sure to vary size, weight, composition, roughness, smoothness, color

1. A container large enough to accommodate all the objects so that the par-ticipants may not see the objects (maybe and empty potato chip can orsimilar type container)

Physical Setting: -a room large enough so the group can be seateEin a circle.

Process:1-. The trainer briefly discusses the goals of the Activity.2. Heiplace the container full of objects in the center of the circle and gives the

following directions:a. At the indicated time, the participants are simultaneously to move into the

center of the circleb. Each participant is to take one subject or bag from the containerc. As soon as the participants select an object they return to the original posi-

tions3. As soon as the participants have returned to their places the trainer explains to

the participants that they are to examine the object and to think of some waysthey think it might relate to math.

4. The trainer may suggest that the participants share information on theirthoughts With another person or persons in the participating group. .a. For example the trainer may divide the participants into groups of 3 or 4

persons and suggest that they examine each others' objects and give eachother some ideas..

5. The participants report on the conclusions they have made.

1014

The following is a list of example of objects tobt placed in the container for the icebreaker. All items should be packaged in sand's Ch baggies or freezer baggies.

Some appropriate responses are suggested in the "relationships" column. Emphasizethat all of these items can often be found in the home.

AtefRelationships'Objecis

10 popsicle sticks

10 straws cut ingraduated lengths(1/2 cm variance)

a cork-and a rock

counting; matching; adding on humerals and dots tocount; making various lines, (short, long, zigzag, etc.)

sequencing from large to small or small to larger;counting; combiningto make one like-this one.

comparing; weighing, seeing texture; predicting ("Whatwill happen if we throw, drop in water?"); beginning to ex-periment and problem)solve.

a ball anda flat circle bouncing ball a4 counting the bounces; comparing (both'

are round); findipg differences (the ball is a solid, the circleis flat);.,you may want to explain that in geometric termsthe ball is a sphere and the circle is an example of a plane.

naming geometric shapes; (Note that the ball and block.:concept will probably be expressed first. Then you explainthat the words sphere and cube are the beginning introduc-tion to the understanding of geometric terms.)

measuring; drawing different lengths; making variouslines; straight edged shapes; counting the numerals.

comparing: forming same or different sets; matchingone white to one blue.

naming different shapes; questioning whatkou can do withthem; problem solving what is around-yoOthat looks likethat shape.

measuring; finding the ones that are the same and thosethat are different; placing objects at different lengths;discovering that the two short pieces when put together.match the length of the long pieces (addition concepts)

tl

a sphere and a cube

a ruler

10 poker chips5 blue/5 white

a circle, square,triangle andrectangle

two long pices ofyarn the same lengthand two short pieces(when put togetherare as longas the others)

a compass with apencil attached, twopieces of 4" x 4"paper anda piece a8" x 8"

felt numerals1 to 10

a set of measuringcups

drawing designs; measuring angle; matching circle sizes;making big and little circles; discovering that the 2 piecesof 4" x 4" paper equals the same space as the one pieceof 8" x-8". `

counting; placing in sequence (proper order); feelingthe shape of numerals; naming the numerals.

measuring solids or liquids; estimating how much; howmany; how many of this will fill that; using words likeempty, full, half as.muCh etc.; stacking or fitting into oneanother; sequencing from large to smaller or small to large

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Objects

a set of measuringspoons

a pattern bead cardand matchingbeads, a shoe-

; ;lace with a knot onone end

a container of realor play money (orboth)

1 pair of thefollowing shapes:mittens, hearts, flags,

and trees (same objectsthe same colors- ex.red hearts, green trees)

2 boxes of crayons

an assortment ofLeggo pieces

table place settingpattern drawn on aplacemat and matchingutensils

unit blocksI red, 2 yellow3 purple, 4 green5 blue

Tips for the Trainer

Relationshipssame as above

following a pattern (seeing a sequence and then being ableto continue-that sequence); heginning to form sets.

'

counting; learning am unts,and how much they ate worth;$making money mea gful so we call buy 'things; sorting,stacking, separating, matching like amounts; problemsolving, (how much of this is equal to) -

pairing; matching like objects:. making sets (mittento Mitten, red to red); making combination of cold!'sets (1 red.- 1 blue or 2 red apd only one blue etc.)

counting; matching; seeing different shapes; experiment-ing and exploring; finding out that only the correct amountwillfit into the space provided. .

counting; sorting to color or size' or shape: count-ing circles; discovering that two of one size match anothersize; stacking; placing in,rows.

matching one object to one space; seeing various sizes;discovering everything is different but still a set; feel-ing varied weights; mating sizes; likenesses and differences.

..

counting; stacking; sorting into sets by colors; discover-ing they are all the same size; placing in order from 1 to 5;discovering that you need 2 ones to make 2, 3 ones to make

etc; associating quantity to number.

Make this a fun activity. Don't imply that you will put anyone or,Phe spot.

1. Do not let the ice breaker get too long or repetative.1.

2. Help the people who are having difficulty relating their selection to math.

3. Choose a person you know .is comfortable in responding to be the first one toshow his/her object. This is also a way to come up with a long first list andtherefore relieve the person who had difficulty finding a math relationship.

4. The participants can work in groups if it appears many might be afraid of giv-ing responses.

12

If you see you have lost the group, stop getting the individual responses andsimply ask if anyone has anythingltelse to share. After responses, simply closeby repeating the goal. "Math really is around us all the time."

OBJECTIVE:

LECTUIIN DISCUSSIONS

To introduce the concept of how much problem solving, math, and science we doin our. daily lives.

MATERIALS:

A laundry basket filled with an assortment of clothing. A measuring clip: A boxof dry deterkenti A bottle of iquid bleach. A container of clotheS pins and:Snappins. A piece of washtme:

PRESENTATIO,N:-

I would like fo shate'with you an activity that you may do everyday in your home., I will demonstrate hoViirinuch yoi; are involved. with probleM soLving, math, and`

science when yoll 'are, doirig t4iSeVeryday home activity. When yoU talk with yourchild about what you are doing, you are him many related skills.

Here is your laundry. basket. Is it large enottgh to h Id all of lodays wash?,(estimating) If licit how many more times do I need to go nstairs to gather the restof the wash? (essliinating) Maybe one of the kids will carry the rest down for me ifput the rest ofstke wash into a pillowease.-(problem salving)

You bust saved time and added- another,person. Four hands and feet are betterthan two wbegthere'swork to be done. ..

Nor that abb the wash is togetpiles. (male 914 sets, classifying); T W VCan be sorted into piles of various colors

°44,^ from light.todatk. (making sub se t -there could also be a third set.of hand washir (king sets, sorting, and classifying): :ii.,;',,,The wash is now sorted and you begin the process of washing. How much

can be put in the _washer? (esti*44 ng and problem solving). How muchdetergent and.lileach do I rked? (measfg) Mow long will the wash cycle take?(lime), If I 14.44he waist amide how mach line do I need? (space and--theasure-

yr will have to sort it into white and colored

rly cl,c1thewins will I need? (number) Will. the sun help it dry?voji Avihdrhelp?

sh . love to be put away. (space) Some will be placed onther!piedeg- wilt Abe folded and put away. (sorting, space, time and

nient)t. *: gt1.

to*el and sa);:ti4he child, "This is a towel and we must fold it to put it,ity4Reg.ri to fold the gt. lin Half, tell the child, "1 have just folded the towel in

4141t Vg tilLth, 'sanae...t 0,"Isn't it?" continue to fold the towel, telling and ask-tir e ogre ing. This activity shows that regardless of how small

1a,00(math concept of fractions)-. f . ft' .

vii, mg the towel into smaller parts the whole is stillieftneS a very advanced mathematical activity and

ns to the older child who is having difficulty.t..ii..

4 ' 4another example of concrete problem solving,

..as to colors (making sets). You match the colors.hing Ind the matching socks. (Making pairs or like sets

k(Seiion) . ..are ocs. rat xf,--

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. This everyday activity can thus be used to exPlore problem; solving, math, andscience concepts and therefore teach many basic skills related to these subject areas.

Suggested Discussion Starters

1. On an:8" by 10" oaktag sheet - print in large letters:"Mathematics Aroupslys" Use smaller print for bottom: "Mathematics are

all around us we make them real through home experiences "(or do tne samefor problem solving and/or science)

This card could be used with any of the following sample displays:

Divilay One:1) two pieces of material one laid flat the other softly crumpled.2) a pin cushion with varied sized pins and some with different colored tops.3) a dress pattern4) a pair of scissors5) .somespools of thread6) a thimble7). chalk8) a cloth tape measure9) a box of straight pins

10) a ruler11) a,sewing basket

Display Two:1) a blueprint2) a piece of graph paper3) a plain she'et of paper4) a saw5) .a plane6) a screwdriver7); a pencil8) a hammer9) an assortment of screws and nails

'10) some varied pieces of wood11) a rulerDisplay Three:

1) a laundry basket with assorted clothing2) a bathroom scale

.3) measuring cups4) measuring spoons5) a boxsof cake mix6) a box of jello7) a box of crackers8) a place setting with utensils9) a picture of a doll house

10) a doll house with doll furniture11) a recipe book12) a radio or record player and some records13) a clock

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n.

Display Fo Ur:I) a flower arrangement

12) a full grown plant3') a seedling or young plant4) a package of flower seeds

Use of AironmentalDisplaytn. Participants can look at the display before the workshop begins orlbi directed

to look at them during break time.

2. These display. can be used for another discussion group to involve the par-ticipants in discussing how problem solving, math, and science are all aroundus in the home, and how we use them all the time doing practical pvery day ac-tivities.a. If the Trainer chooses to do the above display a's a small discussion group

activity, make sure to observe the participants and help them with ideas ifyou see the need.

3. The Trainer can use the displays to show how problem solving, math, andscience are around us in our every day lives by reviewing the items in the displaywith the group and explaining their relationships to problem solving, math,and/or science.'

')

1'9 15

HANDS-ON ACTIVITIESHANDS -ONBoth of the activities included in this "section of the workshop address one to one

matching and numeral recognition. The important fact the trainer must stress whenactually playing the activities with the workshop participants is that concretematerials help the child develop skills basico problem solving, math, and sciencewhich lay the foundations for later learning of abstract concepts.

Hands-on Activity Instructions

Name of Activity - Numeral and chip match

Materials NeededOak tag kir gameboard' 61/2 " 7"ruler to mark spacesfelt tip marker - to write numerals, draw links and trace chips15 bingo chips.envelope for bingo chips

The ruler is the guide forinarking your spaces (one ruler width fo(each horizon-,

tal line and on the left hand side, one ruler width vertically for the numerals).

/

0o0

.3 0 0 041 0 0 0 04" 00000 .1

How to Play:

I. Show the child the empty space and how to place a chip in that space.2. Pick up the chip and say "one".3. Show the child the numeral (point to it as you say it, or trace it with your

finger).4. Tell the child that this is the way we write "one".5. Continue playing the game until all 5 numerals have been reviewed.

16 20

Name of Activity - The.Paper Clip Game

Materials needed to complete:

4 x 4 oaktag squares - (10 for each complete game)marking,pans to write numerals, dots and linesmasking tape to strengthen edges of oaktagpaper clips (55 for each game)avelopes for parrer clips (1 for each game)folders for game, clips, activity guide & evaluation form (1 for each game)

Make the cards this way:

4-APE 1-APE

How to play the gape:Pick up one' card anti tell the child that this is one dot and this is the numeral"one".

2. The numeral "I" means one thing - let' put one paper clip on the card. (Placepaper clip on the upper portion of the cad which is reinforced with the tape).

T. Continue the same actiyity with the rest of the'cards, ie. this is the numeral 2 -and here are two dots 2"one - two" - can you put 2 paper clips on t card.

Some other ideas you can consider:

I . Your child may be able to do this alone.2. You can help him check the cards by reviewing the number dots and number of

paper clips to see if they are the same.3. Always review the numeral so that the numerals become meaningful. ("This is

the numeral one, here is one,,clip".)4. The older child who knows numerals maybe able to put two cards together and

add up the paper clips and begin to Corm some addition facts by adding theamounts.

64 21 17.

ENVIRONMENTAL DISPLAYSDraw a poster thathas four simple Wenes on it. The scenes all relate to many prob-lem solving, math, and science concept found in the home: I) A little girl playingwith pots and pans, 2) a boy pulling a car uf, the steps, 3) cllildren playing "dressup", 4) a child playing with blocks.

The little girl with the pots and pans is shown to remind us of all the lessons we haveiin the kitchen. Not only the containers that we use to'cook,.or the measuring. that

has to take place when you pr,epare a recipe, but the many, many expelkiences:

t

A cup and saucer one to one correspondenceSetting the tableSets of bowlsPansand flatwareBowls,

ordering objects counting

pots am' ,ans . striationthat fit t,,:,tether

utensil~fruits classificationvegetables

place settings forming setsutensilsfoods

'hOt/cold

how long will it time estimatingtake to prepare, cook,eat, clean up.

preparing a recipe measurementshow much will I need

how many will cathow many knives, forks numberdo I need

how much food or estimatingbeverags.will Ineed for everyone

Joe is.coming forlunch, 'hat else problem solvingcan I add so thatthere will be enoughfor everyone?

and all the science concepts related to cooking!

/-The little boy pulling his cars up the steps is pictured to remind us of all the

lessons we experience when we walk up and down the stairs in our homes. Wecount, we go up and down. The steps have certain measurements invplving height,width, length, depth. It takes different people various amounts of time when they

ouse the steps. Place one fobt on a step, when another and go on counting. If youhave no stairs, just think of all the lessons which can be built into walking; themarch ("one-two, one- two ") helps teach counting and rhythm: You can ask your

18

22

MP"

child to count the number of steps it takes him to cross the kitchen, and then com-pare it to your hiller steps. Gravity pulls things down the steps, and wheel toys go.down a slope. . .

Many dramatic play materials teach problem solving, math gscience. As childrenplay at being firefighters, police officers, doctors.and shopkeepers, they are classi-fying characteristics of these roles as well as tie specific job tasks. Fire hats, bootsand badges relate to "set" building as much as they relate to the job of a firefighter.Numbers can also be involved here: fire fighters and police officers have badgeswith numbers; police officers give numbered parking tickets and people dial 4telephone numbers in emergencies. Doctors role playing is also rich: weighing andmeasuring patients, writing out prescriptions with specific quantities of pills to take,taking blood pressure and so on. Store keeperS handle Money, which teaches manyproblem solving and math skills.. .

The boy who is building with blocks reminds us of all the learning possibilitiesthat children explore when playing with blocks. They come to know rectangles,squares,, and triangles, and when building they begin to explore shape, weight, sizeand coupling. If you place a drawing of a block shape on the wall or block shelf, achildswill be able to easily match the block in his or her hand to the one in the draw-ing. This is matching and relationship to like objects and relating ,2 dimensionalfigures to 3 dimensional figures. When block building, children naturally work outproblems in architectural construction. How do you build steps? How do you builda' ramp? How do you make doors and windows? Then when children put theirblocks back on ihc shelf you can ask them to,find a block as long as this one orsmaller than that orie, or ask a child to build piles of no more than five blocks; or topick up less than fOUr, or more than six', or to collect all blocks half this size andestimate the number left, or to tell whether there are more blocks left on the floor or ,on the shelf.

19

FILMSTRIP DISCUSSIONSUMMARY:

The filmstrip designed for thig workshop. focuses on problem-solving, math, andscience. In clear and simple language it explores the definitions of problem-solying,math, andtscience as they relate to-young children. The filmstrip then gives brief in-formation on how childrenldren develop skills in these areas,and why such skills are im- -portant. The rest of e filmstrip, aboutt two-thirds of it, explains was that parentscan foster the development of such skills in thtir children. Practical ideas are givento emphae the important role that parents play in elping their' children learnproblem solving, math, and science skills.

POINTS FOR DISCUSSION:

I . Reiterate the sequence of the film for the participants:What is pro m solving to a child? Math? Science?Do you bell hat learning in these areas begins in infancy?

-How derthese skills relate to rater life ?.iCappasents roster this skill development at home?

2. Branistorm with the group to explore more ways in which pa tents can fosterdeyelopment in these years. "Does the filmstrip give you some ideas about how.you help your child learn math (science, problem solving)? Can we think ofsome more ideas? Think of the things you've been doing everyday. . ."

3. Pass out some activity handouts to give the participants some highly structuredhandlmade activities todo with their children at home. You might chooso tofollow the film with another hands-on activity (Make-n-Take).

t

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4

SAMPLE CLOSINGDiscussion on GETTING INVOLVED BOOKLETSparticipants:

)1.This discussion should be a review of your whole

s your guide, go over some of the key areas. YoushOw some of the pictures as you are speaking aboutparents.

mple of dkussion:

arenrs do play a very important role in helping their children develop problem. so On, math and science concepts. The development of these skills can occur

naturally, and gradually ip the home. The family can play a key role in the child's-ar-quiiition of those skills. Everyday in the home many related concepts surround youand your child. The everyday things you do acivally teach and reinforce meaningful'problem solving, and science skills as your child grows. Talking to your childis very important, es cially when the words reinforce the concrete or real thingsyou do in the home. The words help the chi d become aware of concepts such as:"how much", "how many", "how tall", "how n". Sorting wash, counting stairs,making jello, settinvhe table, going shoppi a e normal everyday activities whichwill Help your chilMnderstand problems mg, math and science. t

Go home today and plant a few seeds, our lessons will have already started. Youwill have decided how many seeds, how deep, how much water and soil; you mayhave sorted seeds into sets, chosen the right size pot. The experiences will go on andon as the seeds grow. A seed grows bigger and bigger each day into a plant.,A plantdevelops a bud, then a flower, with so many petals (in a geometric design) and soonit will develop seeds. The 'cycle begins again in time. The growth of your, plant br%ings problem solving, math, and science expieriences to you and yourthild in manyconcrete ways.

and distribution of booklets to

workshop. Using the bookletscan hold the booklets up andthe concepts it is presenting to

.1

25 21

6

. WORKSHOP EVALUATION. FORMWorkshop

Trainer. Dpte

. Name

1. The workshop information was: (chec" boxes as you wish)new repetitive r,enjoyable _ 4 not enjoyableclear confusinguseful hselesstoo short too longjust what I need

94-

2. The most enjoyable part of the workshop.was:

Iv 4'46 .

3. The least enjoyabli Oast of the ,IpritiNp

4 If you were to add Somethipg tp:ittrepkvr shd Would it be?

5. If you were to leave out a paV9.0.h. Nvorksho would it be?

.*

6. Would you like another workshop in is a yes no;.4..?.

7. Overall this workshopras:poor fair gog 4-" r o` 'eaTcellent

1'

Objective:..Child will learn to it(' eft q' hapeS,;;Andtt sort and clalsify them into like s

Aaterials needed °/' -..1. '1 piece of aalttag-;:a."'.x 18,1

5 plecei.of colored eanitruction *per, 9" x 12" (yellow, Ange, blue; red,and green)

sal . PROBLEVI-SQLE SKILLS

3. 'pencil4. scissors5. rlder

gluecompass

-How tq Make:

Make a shape pattern'for a 11/2 " diameter circle from one color constructionpaper; make a shape pattern for a 11/2 " square from a different10010 con-struction paper. Continue until you have all shapes: circle, square, initinglerectangle,. diamond; each.a different color. (Size of each abourthe same; smallenough to fit all of them on !he,oaktag make sure the shapesoare accurate.)Trace your patterOtto %Ake an identical set of.shapes; fn thesameeolors. Gluethese to the oaktag; this is fougameboard. ,Trace your patterns to make anothetiet of .thaSameshapes in different colors!',Re.peat Until you have no morePaper. . '1

4. Keep all shapes in a plastic lunch bag for pro4ction.

liow to Play:. Present the shapes to youi child as follows:

a. Point to the circle and say 'This is a circle." (You might outlitie its shapewith your finger.)

b.' Ask your child to point to the circle. 'c. Point to the circle and your child "Wharis this?"d.. Repeat with other.shapes.Now take out the shapes which match the.garnebOard shapes in color.

a. Pick up:the Circle anrsay "This is a circle. It matches this circle.".b. Place the circle shape on the gameboar. ircle: ,

=c. Repeat with all shapes making. at your are hol4iing your child's at-tenticm.

. Remove shapes. Pick up the circle anti say "This is a circle. Can you put iton the circle here?" (hand him the circle and point to the gameboard).

e. When he does, say: "What is the name of that ghaper Repeat with in-shapes.

2 Eventually you c and your" child the '.baggie full of shapes. Place theganieboard in iron M him. Ask him to find all the ,circles and match them to(place them on) the gameboard circle. Repeat with all shapes. Alwaysremember to reinforce the names of the shapes. At..

Activity' to teach problem soling .math and sciences

Objective:The child will be able to sort shapes arid-arrange the shapes in order from smallest to

- largest.

Mate*Is Needed:. :.16 sheets of colored construction paper 12" x 18" one of each color, red, blue,

yellow, green..

.

pencil, ruler, scissorsfor the Circle shape - a pin tin, cereal bowl, peanut butte

How to Make:

1. Take the materials for the circle shapes and place on one sheet.of paper. Traceand cut out. '

2 On the second shet of paper dra,w the rectangle shapeA" x 5 ", 21/2 "x 61/2 ",11/2 " x 3" and 21/2 " x 1". Cut out. -

3. On the third sheet of paper draw the triangles, 8,", 5", 3", 2" (height). Cut out.4. On the fourth sheet of paper draw the square, 7 ", 41 3 ", 2" Iper. side). Cut

out.

How SiD Play:

A. I. Place the pile of shapes in front of your child.2. Ask your child to sort the shaperrintO piles so that all the circles, triangles,

rectangles and squares are all in separate piles.3 Review the names,of the.Shapes.

B. 1 Start with one shape and have your child arrange the shapes from largestto smallest. (eg. "Find the "ggest circle", then "Find; the smallest circle",then "Find the next bigg " etc. Use words like shorter, ,taller, large,small, smallest, biggest middle, medium size, bigger, smaller, largerthan. . . etc.)

2. Do the same with all the shapes.

Variations:

1. Help your child.to sort shapes and learn tile names of the pes (there is a. variety of ways to sort these pieces).

2. To makeseriation egarer, remove tEe two middle sizes so that it is very clear;R' ..F which piece is large and which one is small. -

3. Practice countirIgp four.4. Review ordinal pcitilion: first, second, third and fo-krth.5. Using 3 sizes introduce the concepts of first, middle and last.'6. Cut the circle shapes out of different colored paper. Do the same with the other

shapes. NOwthe game is harder becatise it is no longe; color coded.

26

COUNTING BOOKSCounting books range from those that present numbers, usually ;numerals from

one to ten, in the simplest way, to Woks that tell a story or aroused by, an artist to.

present pes or situations,

Y g chilcken often confuie mass and numbers, or size and Oogifion so conceptbooks are very important.. .

When looking at picture counting books, be careful that the ideas preiented tochildren are clear. For example, in The Sesame Street Book of Numbers, four ob-jects follow the numeral 4, fivelollows 5, and so on - but the picture for 8 shows noteight objects, but an octopus with eight tentacles, and this can be confusing.

drian Wildsmith's 1, 2, 3'sof a beautifully illustrated book, however, when an ar-row points to a geometric figure and the text asks "How many?" it isn't clearwhether the question means green shapes ortriangles.

It is therefore very important that counting books are clear. That there is a rela-tionship to the pictures, text and.thenumeral. That the objects are easily defined ifthey are intended to be counted. The best books are those that haveOlenty of openspace to set off numerals and objects, and books where the numeralsare large andclear.

27

. Author

Baum: Arlene & JosephColdrful, concept book.

Budney; BlossomCounting book, comical.

De Caprio, Anniecounting book.

, .

One Bright Monday Morning

He

A Cat Can't Count

Eidhenberg, FritzCounting rhymes.

Fisher, Leonard EverettMath concepts, simple.

Francoise...A differenecounting book.

Friskey, MargaretEverybody's favorite

Friskey, MargaretBetter than a counting book, colorful.

Haley, Gail C., Ill.- A bookof counting rhymes.

!pear, DahlovChildren enjoy animals they know.

!pear, Dahlia',Mdre animals to count.

Reed, Mary/Oswald, EdithJust what the title implies.

One,.Two.

Dancing on the Moog

One & One

Jeanne Marie Counts Her Sheep

Chicken Little Count to TO

Mystery of the Farmer's Three Fives

I , 2, Buckle My Shoe

Brown Cow Farm

Then Big Farms

Numbers What they look likeWhat they do.

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AND0U

SCIENCE ACTIVITIESThe following list suggest activities which all relate to science. Discuss with your

parent group what you can teach ydur child about science by doing a related activity,at home.

Different kinds of weather=AirUsing a flashlightWater propertiesNature collectionsColor changesGrowing plantsSeasons of the year .MagnetsIceMechanicg (pullies, inclined plane, leaver)Changes in ingredients in cooking.InsectsExploring the immediate neighborhoodVisiting or raising a petA trip to.the doctorA trip to the dentist

THE 'EST OF IMESMOE BY TUDORS

COMMISIOWESS.FUNDED BY ACYF,

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